91福利

Poster Presentations

Digital Professionalism in Nursing Education

This session will showcase the use of concept analysis to explore and embed digital professionalism within nursing education. Using Walker and Avant鈥檚 (2019) concept analysis method, the session will focus on how the results of this concept analysis can be used to teach students about digital professionalism through examining and defining the attributes, antecedents, and consequences of the concept. This structured approach enables students to critically interrogate their digital behaviours and consider how professional standards translate into online and technology-enabled environments. 

The teaching strategy is grounded in constructivist and experiential learning theories, recognizing that students build deeper understanding through active engagement, reflection, and application. Concept analysis is widely used in nursing education to clarify abstract or evolving concepts. By extending this method to digital professionalism, the session draws on evidence-based practice to address the growing need for digital literacy and responsible digital identity management in healthcare.

Implementation of this strategy can demonstrate meaningful impact on the student experience. Nursing and allied health students can report improved clarity around expected professional conduct online, increased confidence in navigating digital communication platforms, and greater critical awareness of the implications of their digital presence. This concept analysis can also enhance engagement and reflective capability, supporting the development of digitally responsible practitioners aligned with regulatory expectations. Furthermore, students can learn to recognize the relevance of these lessons beyond academia, applying insights to interprofessional communication and clinical practice.

This session directly aligns with the conference theme of addressing gaps between pedagogy and technological innovation. This concept analysis illustrates a bridge between theoretical understanding and practical digital behaviours, offering educators a transferable strategy for incorporating digital professionalism across healthcare curricula.

Presenter

From Classroom to Community: A 91福利 Student鈥檚 Investigation of Settlement Experiences in a Non鈥慞rofit Setting

This study investigates the pre鈥� and post鈥憇ettlement experiences of recent immigrants who accessed services at Brilliant Minds Group (BMG), a community鈥慴ased non鈥憄rofit organization supporting newcomer integration in Canada. Conducted by a 91福利 (91福利) Master鈥檚 student in Immigration and Settlement Studies as part of a summer placement, the project highlights the meaningful involvement of graduate students in community鈥慹ngaged research and demonstrates how non鈥憄rofit organizations play a vital role in supporting newcomers and international students. The placement context provided the researcher with direct exposure to frontline service delivery, deepening the study鈥檚 understanding of how community organizations respond to settlement challenges in real time.

The researcher鈥檚 positionality鈥攁s a minority, second鈥慻eneration Lebanese Canadian and an active participant in Arab and Muslim community centres in Scarborough鈥攕haped the study鈥檚 culturally informed lens. This lived awareness of systemic inequities and institutional blind spots brought nuance, empathy, and community鈥憆ooted insight to the investigation. Data were collected through questionnaires administered to former BMG clients and analyzed using narrative thematic analysis. Key themes included persistent settlement barriers, the range of supports accessed, and clients鈥� perceptions of community鈥慸riven interventions. Findings underscore BMG鈥檚 critical role in employment support, system navigation, and psychosocial adaptation. While participants expressed high satisfaction with services, ongoing challenges鈥攕uch as delays in service access and high unemployment among highly educated newcomers鈥攈ighlight the need for broader systemic reform.

Presenters

Designing Representation: How generative AI can amplify diversity and inclusion in medical education

This project presents an ongoing curriculum innovation at 91福利 School of Medicine that uses generative AI to bridge classroom learning with the lived realities of the Brampton/Peel community. Within the 91福利 School of Medicine undergraduate medical education, case-based learning is foundational. However, many cases rely on generic stock imagery or text-only patient descriptions, decreasing the authenticity of these simulated patient cases. This project reimagined case design by integrating AI-generated patient avatars that intentionally reflect the cultural, racial, and socioeconomic diversity of the Brampton/Peel region.

Positioned within the sub-theme Bridging Classroom and Community, this work explores how digital tools can meaningfully connect academic learning with local context. We will map the design workflow, which includes the following steps: identifying representation gaps in case materials; developing structured prompting approaches; embedding bias-mitigation safeguards; and integrating visuals into asynchronous case modules. Rather than using generative AI as a novelty, the project treats it as an instructional design strategy grounded in social accountability and community-responsive curriculum development.

Presenter

A Framework to Survey and Map Accessibility Features in Built Contexts

People with disabilities often have to plan their trips far in advance, especially when going to a new location, where the level of accessibility is unknown.

A few initiatives, like the PROUD project, Access Now, and Google Maps, have collected information about the built environment and integrated it into interactive maps to reduce barriers by informing diverse users about the presence of various accessibility features.

After presenting a comparative analysis of accessibility information such maps provide, this poster proposes a framework to specifically locate a number of accessibility features in buildings or parts of buildings that are open to the public. This type of data, further spatialized, could help users gain a more informed understanding of access.

This poster presentation will contain an interactive component where visitors will have the opportunity to familiarize themselves with the various features studied, as well as the proposed framework.

This research is supported by a SSHRC partnership grant titled 鈥淨uality in Canada鈥檚 Built Environment: Roadmaps to Equity, Social Value and Sustainability.鈥�

Presenters

Decoding the Digital Learner: A Focused Ethnography of Gen Z Nursing Students Navigating Pharmacology Education

Background: Generation Z (Gen Z) comprises the dominant generation of learners in undergraduate settings due to their comfort with digital immersion (Mohr & Mohr, 2017). Gen Z may prefer visual learning methods via mobile applications and video content over traditional lectures (Alruthaya et al., 2021; Szymkowiak et al., 2021).  Pharmacology, a mandatory component in nursing education and a required nursing competency, is often considered the most difficult subject in nursing (College of Nurses of Ontario, 2025; Devi et al., 2013). Yet pharmacology content is primarily taught through traditional means: lecture-based instruction with no standardization of digitally integrated learning materials (Devi et al., 2013; Gill et al., 2019). An understanding of Gen Z undergraduate nursing students may facilitate understanding of the intersection between learning preferences and traditional pharmacology teaching methods. 

Aim: Using focused ethnography as a research methodology, the proposed research seeks to understand how undergraduate Gen Z nursing students navigate between their digital social identities and the traditional pedagogical structures of pharmacology instruction. 

Methods: Proposed methods of data collection include a hybrid approach: participant observation in classroom environments and on online digital learning platforms, along with individual and group semi-structured interviews. Research participants would be second-, third-, and fourth-year Gen Z undergraduate nursing students in Ontario, Canada. Relevant documents, such as pharmacology course syllabi, would also be analyzed.   

Implications: Research derived from this study may influence pedagogical approaches to support the needs of current and future generations of nursing students.

Presenter